Faculty preferences for training modalities on ICTs (original) (raw)
Related papers
Revista de Psicodidáctica, 2011
The goal of this research is twofold: firstly, to identify the possible differences in faculty's attitudes toward and use of new technological resources; and secondly, to identify the educational interaction established with the students through the use of information and communication technologies (ICTs). A survey was administered to the University of the Basque Country (UPV/EHU) Gipuzkoan Campus faculty to measure the level of knowledge of ICT tools, the ICT training strategies being used, and the faculty's preferences on the training they would like to receive in relation to those tools. A total of 472 of the 1,074 faculty members of the aforementioned campus took part in the research. The analysis of the data obtained from the survey provide us: a) a better understanding of the interrelation between the faculty's ICT knowledge and their teaching and research tasks; b) an identification of the faculty's preferred methods of acquiring such knowledge; and c) a precise determination of the relationship between the level of ICT knowledge and the preferred learning methods. Resumen El propósito de esta investigación es el de identificar eventuales diferencias en las actitudes y utiliza-ción de los nuevos recursos tecnológicos así como en la interacción educativa con el alumnado que se establece a partir del uso de las tecnologías de la información y la comunicación (TIC). Se obtuvieron datos por encuesta acerca del nivel de conocimiento de herramientas TIC, de la estrategia formativa uti-lizada en su aprendizaje y de las preferencias formativas en este ámbito. En el estudio participaron 472 de los 1.074 profesores del Campus de Gipuzkoa de la UPV/EHU. Los resultados obtenidos permiten: a) una comprensión mejor que la hasta ahora disponible sobre las relaciones entre los conocimientos sobre TIC del profesorado y sus tareas docentes y de investigación; b) la identificación de las modali-dades preferidas para la adquisición de dichos conocimientos; y c) precisar relaciones entre el grado de conocimiento de las TIC y las preferencias formativas. Palabras clave: Tecnología de la información y la comunicación (TIC), educación superior, forma-ción, estrategias de aprendizaje.
Study on the Use of ICTs as Teaching Tools by University Instructors
Comunicar, 2010
The learning environment at the university stage which provides the Bologna Declaration has long indicated the need for major changes, among others, in the teaching methodology and teaching resources used by the university teachers. With this work, we aim to demonstrate some of the results achieved from the implementation of a National Research Project that has been carried out by four Spanish Universities. The objectives of the project aim to describe, through an exploratory study, the methodological situation in which our universities are highlighting their strengths and weaknesses based on the premises of the European Higher Education to suggest some strategies in order to facilitate the necessary adaptation. The methodology followed by implementing a questionnaire focused on concrete analysis of the dimension of the Information Technologies and Communication Technologies (ICT) reflects the view of university teachers and through the analysis of results allows confirming the need for adaptation by the universities for the implementation, with guarantees of the mentioned education reform. This article also presents several conclusions and suggestions for educational improvement focused on teaching and methodological training in the use of teaching tools that can promote the suggestions provided by the European Higher Education using ICT, as for example those offered by Web 2.0.
This design dissertation was applied in response of the need to support the training of the body of professors of a Mexican university of higher education in the use and application of the Information and communication technology (ICT) in their classes. In order to do so, a study of mixed methodology was design to identify the needs of training and supported required to the staff of professors in relation with the ICT. The process of information gathered was conducted by the use of surveys and semi-structured interviews applied to three groups of professors that form the sample of this research. The questions of this research are: What are the needs of training in the area of ICT required from professors? And what type of support do these professors need in order to be able to use the ICT in their daily work? In a general sense, this research identified the needs and support required from the professors in the application of ICT in their daily work as well as the need of the authorities of the Mexican university to establish a policy in regard of the limits and criteria to train the staff of professors in the use and application of these new technologies.
Towards an efficient training of university faculty on ICTs
Computers & Education, 2010
This article presents the results of a research study that took place during the 2007-2008 academic year at the University of the Basque Country 3 . (UPV/EHU in its Spanish and Basque acronyms). The research's goal was to establish the guidelines for training opportunities in information and communication technologies (ICTs) that could better address the needs of the faculty at the aforementioned university. The conclusive results provide a picture of the necessary training in ICTs that the faculty requires for their teaching as well as for conducting research. This led us to develop some suggestions that are related to the modular organization of past and present training courses as well as improved guidelines that would help us to restructure the design of the training currently being offered. This restructuring is fundamental in order to include ICTs in the new European space of higher education (ESHE) 4 .
Education Sciences, 2020
Due to the rise of new technologies, further development of digital competence by professors is necessary. The aim of this paper is to know the pedagogical digital competence of lecturers in Spain, focused on a model called PDC-TER: ICT resources to Teach, to Evaluate and to Research; as well as to predict those variables that affect the level of this competence through different regressions (Multiple Linear Regression, MLR). A study has been carried out in the Spanish territory, with a total of 867 lecturers. For it, an ex post facto non-probabilistic study based on the survey technique has been proposed. The results show that the professors have an average level of digital pedagogical competence, while in the 2.0 tools for teaching and research dimensions, it has a medium high level of competence, as well as a medium level in relation to the use of tools 2.0 for the evaluation. Furthermore, one of the variables predictive of the level of digital competence in the three dimensions of the PDC-TER model, is the number of research and innovation projects in which they have participated. These data highlight the need to improve the digital competence of professors in order to meet the demands of the qualified professions of the future, and therefore, prepare students for it.
Uses of ICT Tools from the Perspective of Chilean University Teachers
Sustainability, 2020
The use of the ICT in university learning processes is linked to their use by the educator. This aspect will determine the use of some resources over others, and consequently, the prevalence of some methodologies over others. The main objective of this work is to determine the use of the ICT by university educators, and from this, to determine which elements will define the design of a training program on the use of the ICT. For this, and with the use of an ex post facto method with a sample of n = 1113 subjects, the main result obtained was that the male professors utilized the digital tools more often for their teaching tasks. Furthermore, those with less professional experience preferred to use tools found in the cloud. Thus, it is concluded that the model of training observed from the demonstrated use of digital resources is linked to the preoccupation of education professionals for caring for the digital environment, and this model should be designed as a function of the methodologies and the system of evaluations utilized by the professors.
Training demands of the lecturers related to the use of ICT
2009
The use of ICT in Higher Education is considered a prerequisite for adaptation to the European Higher Education Area. The objective is to assess the didactic possibilities of these resources in attaining the objectives sought. Pedagogical reflection about ICT should focus on how these resources can benefit students, what they represent in the curriculum, and what learning, competencies, attitudes, etc. they can foster in students, without losing sight of the kind of citizens and professionals that our present society demands. To make this change successfully, it is necessary to satisfy the training demands of the lecturers.
Abstact This research was conducted to address the need for training and support required by teachers in a Mexican institution of higher education in the use and integration of Information and Communication Technologies (ICT) in their teaching. To achieve this, we conducted a study to identify the mixed type of training and support needs with teachers in the area of ICT for education. In the process of data collection instruments were used as the questionnaire and semi-structured interviews, which were applied to three groups of teachers who formed the sample selected for this study. To respond to the research questions, namely what are the training needs in the field of ICT require teachers? and What are the types of support they require teachers to use ICT?, there were a series of individual interviews to six teachers in this institution, three key pieces in the administration of it. In addition, an opinion questionnaire applied to 95 teachers. Overall, the study identified the needs and support that teachers need to integrate ICT in their work and also made clear the need to establish, for academic communities, measures and criteria to guide the formation of the same in the use and application of technological tools.